Exploring How African American Faculty Cope with Classroom Racial Stressors

Autor/in	Pittman, Chavella T.
Titel	Exploring How African American Faculty Cope with Classroom Racial Stressors
Quelle	In: Journal of Negro Education, 79 (2010) 1, S.66-78 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	African American Students; Coping; African American Teachers; Stress Variables; Classroom Environment; Race; Higher Education; College Faculty; Equal Education; Interviews; Whites; Teacher Attitudes; Classroom Techniques; Groups; Educational Objectives; Racial Differences + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bewältigung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Rasse; Abstammung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Interviewing; Interviewtechnik; White; Weißer; Lehrerverhalten; Klassenführung; Educational objective; Bildungsziel; Erziehungsziel; Rassenunterschied
Abstract	This study was an examination of how African American faculty discussed their coping with racially stressful classrooms. Despite aims for racial equality in higher education, the classroom has been a significant site of racial stressors for African American facility. Analysis of interviews with 16 (8 women, 8 men) African American faculty at a large, predominantly White, university revealed that African American faculty use group-specific coping strategies for classroom racial stressors. Specifically, they coped by creating safe space for students, employing assertive actions to establish authority, questioning students' thinking, and focusing on learning goals for students. (Contains 1 table.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10